Students at Competitive Disadvantage--Oh, Really?

The NY Times has just notified us that two science organizations will not allow Kansas schools to use their copyrighted materials for teaching evolution under the state's new guidelines. Here's their reason:

"Kansas students will not be well-prepared for the rigors of higher education or the demands of an increasingly complex and technologically-driven world if their science education is based on these standards," Ralph J. Cicerone, president of the National Academy, and Michael J. Padilla, president of the teachers' group, said in a joint written statement today. "Instead, they will put the students of Kansas at a competitive disadvantage as they take their place in the world."

Now is it just me, or is that stretching things?

What is it about learning additional material about evolution that will put students at a disadvantage? (The new science standards in Kansas are virtually unchanged in what is required for learning about evolution. They also add learning some of the criticisms of the theory.)

So, just what is it about learning to think critically that will stunt their readiness for the rigors of higher education?

What is it about evolution that has any bearing on a "technologically-driven world"? (Indeed, what is it about neo-Darwinism or its relatives that has any necessary bearing even on the practice of biological science?)

It's just special pleading, and it's rather silly indeed. The real danger in Kansas is that some students will go to college aware that neo-Darwinism isn't perfect and complete, and they'll be at risk for viewpoint discrimination. The better answer to that, of course, is to stop those outrageous practices in the colleges.

Posted: Thu - October 27, 2005 at 04:35 PM |

Thinking Christian by Tom Gilson getCategoryName("<$CategoryUUID$>");

Students at Competitive Disadvantage--Oh, Really?

Thinking Christian by Tom Gilson